Lecturer — Ph.D., Eberhard-Karls Universit ̈at Tu ̈bingen, Baden-Wu ̈rttemberg, Germany. / Universitat Pompeu Fabra, Barcelona, Catalunya, Spain.
- E-mail: email@example.com
- Phone: 512-232-4531
- Office: BEN 4.128
- Office Hours: MWF 130pm-230pm
- Campus Mail Code: B3700
I have been working on the use of technology for the purposes of Foreign Language Teaching and Learning. I have participated in several research and development projects in collaboration with experts in Natural Language Processing (my own original background), Foreign Language Teaching and Learning, and Second Language Acquisition.
My dissertation is on the use of Natural Language Processing in blended learning environments using Communicative Language Teaching approaches to language learning. In particula, I explored the characteristics that determine the feasibility, the meaningfulness and the complexity of ICALL tasks (ICALL, Intelligent Computer-Assisted Language Learning). I also worked together with teachers in secondary education environments for the implementation and evaluation of an authoring tool that proves the concept that teachers could potentially create their own ICALL activities without the need to learn programming skills.
SPN 611D • Intermediate Spanish II
MWF 300pm-500pm MEZ 1.120
The University of Texas at Austin
Department of Spanish and Portuguese
Taught in Buenos Aires, Argentina
SPANISH 611 D –SUMMER 2012
INTERMEDIATE SPANISH II
1. PURPOSE, GOALS, AND OBJECTIVES OF THE LANGUAGE PROGRAM
The objective of the Spanish language program addresses the basic tenet of a liberal arts education: the development of a critical thinking approach towards the analysis of language in society. This objective is framed in an overall worldwide trend towards political and economical internationalization and an increasingly diverse and multicultural work environment.
The Spanish language program focuses on the development of multilingual literacies through the analysis and use of Spanish as a second language. The program focuses on the development of three major types of competencies (all equally ranked in terms of importance):
(1) linguistic competence (Spanish phonetics/phonology, morphosyntax, lexicon, discourse, etc.)
(2) communication / interactional competence (sociocultural uses of the language, pragmatics, cultural background / perspectives)
(3) metalinguistic competence (language as a conceptual, symbolic system)
2. COURSE DESCRIPTION, GOALS, AND OBJECTIVES
A. SPN 611D is the third course in The University of Texas lower-division Spanish program. This is a six-credit course. The course focuses on further developing speaking, listening, reading, and writing skills in Spanish while building vocabulary, learning basic rules and terminology of Spanish grammar, and gaining a better understanding of Hispanic cultures in order to communicate in an accurate, effective, and informed manner within a variety of sociocultural situations.
B. PREREQUISITE FOR 611D: the prerequisite for this course is a passing grade (C or better) in SPN 610 D, equivalent credit transferred from another university, or credit by exam. If you do not have the prerequisite, please drop the course now. For questions concerning prerequisites or eligibility, talk to your instructor or make an appointment with one of the Liberal Arts Advisors for Spanish: Liz Hastings (firstname.lastname@example.org) and Christine Fisher (email@example.com). Their office is located in BEN 2.108.
C. GOALS FOR SPN 611 D
By the end of this course you should be able to do the following:
(a) describing in detail
(b) narrating in the past
(c) narrating past events and reacting subjectively to them
(d) expressing opinions and reacting to dramatic events and situations
(e) reporting what other people said
(f) discussing past actions affecting the present
(g) recognizing dialectal, social and contextual variation
(h) talking about actions completed before other past actions
(i) talking about hypothetical situations in the future or past
(j) understanding the main ideas in moderately complex written texts (with improved skimming, cognate recognition, and inference skills)
(k) understanding the main ideas of moderately complex oral discourse (with improved recognition of tone, content, context, intonation, etc.)
(l) maintaining conversations of a substantial length (with improved fluency strategies, such as circumlocution, discourse markers, etc.)
(m) producing written work of a substantial length (with improved organization, connectors, and appropriateness of register)
D. PROBLEMS / QUESTIONS
Your instructor will be glad to assist you with any problems, questions, or suggestions you have relating to the class.
- If you have a concern about the class that you wish to discuss with someone else other than your instructor, contact the course supervisor.
- If your concern is not satisfactorily addressed by the course supervisor, you may refer the matter to the Coordinator of the Spanish Language Program.
Name: Guillermina Ogando Lavín
3. COURSE MATERIALS
- Ogando-Lavín M. ; Montesinos, D.; Murphy, M.; Por mí mism@. 2nd edition. Dubuque, IA: Kendall Hunt, 2010
- A Spanish-English dictionary (recommended)